Guidance process during tag gantes played by classes of five-year-old pupils: Analysis of interview data using the modified grounded theory approach

Abstract

The purpose of the present study was to clarify the frame of thc guidance process used by nurserv school teachers during tag games played by the classes of 5- year-olds that they were in charge of. Nursery school teachers (JV -10) were interviewed with semi-structured interviews. The data were analyzed using the modified grounded theory approach. The analysis generated 4 categories and 14 concepts. The categories were: (a) making the flow of play, (b) waiting for the children's spontaneous participation, (c) tnaking self-maintenance, and (d) accumulating experiences. The category of "making the stream of play" was the core category, and was related to the other three categories. In making the stream of play, the teachers actively develop the children's play and wait for their spontaneous participation. After those guidance actions, the teachers did guidance for making self-maintenance. The category of accumulating experiences gives the play experience continuity and ties the other three categories together.